어린이집 교사의 정서적 이야기에 관한 기초 연구 = Child Care Teachers use of Emotional Narratives

다국어 초록 (Multilingual Abstract)

This observational study examines twelve teachers‘ narratives on emotion in three child care centers. Using observational criteria based on literature reviews and a pilot study, teachers‘ use of emotion words, activities when emotional narratives occurred, and function and voice tone of emotional narratives were recorded. In addition, this study aimed to answer the question of differential narratives based on children‘s age and gender. The findings suggest that child care centers are important social contexts for learning about feelings because of ongoing verbal interaction between teachers and children. Teachers in child care centers use various emotion words. They help children learn to identify emotion-related words, to understand the causes of emotion, and to provide them with constructive means of emotional control. Not gender-related but age-related differences were found. Teachers have the opportunity to discuss the emotions as they occur in the context of the classroom. As such, teachers play an important role in the socialization of emotions of young children. The implications for teacher-training programs focusing on methods of appropriate emotional socialization are presented in this study.

국문 초록 (Abstract)

본 연구는 미국 펜실베니아주 소도시 소재 3개의 어린이집에서 12명의 교사들을 대상으로 영유아교사의 정서적 이야기(emotional narratives)가 어떠한 양상으로 실제 교실상황에서 나타나는지를 살펴보았다. 부모에 의한 정서사회화(socialization of emotion)는 많이 알려져 있으나, 교사에 의한 정서사회화에 대한 연구는 매우 부족한 실정이다. 선행연구와 이론에 기초한 분석준거에 따라 교사의 정서적 이야기를 관찰하여 기록하였다. 본 연구의 결과는 정서적 이야기하기가 정서에 대한 이해를 높이는 중요한 기회가 됨을 보여주었다. 교사들이 유아들과 나누는 정서이야기는 정서단어의 인식, 정서의 원인설명, 정서조절 등의 기능을 갖고 있었다. 어린이집 교사들은 여러 상황에서 정서에 관련된 이야기 하기를 시도했으며, 그 기능과 내용은 연령별 차이를 나타냈다.

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